An article about the place philosophy has in our lives. Lectured on youtube.

This book is the first translation into English of the Reflections which Kant wrote whilst formulating his ideas in political philosophy: the preparatory drafts for Theory and Practice, Toward Perpetual Peace, the Doctrine of Right, and Conflict of the Faculties; and the only surviving student transcription of his course on Natural Right. Through these texts one can trace the development of his political thought, from his first exposure to Rousseau in the mid 1760s through to his last musings in the (...) late 1790s after his final system of Right was published. The material covers such topics as the central role of freedom, the social contract, the nature of sovereignty, the means for achieving international peace, property rights in relation to the very possibility of human agency, the general prohibition of rebellion, and Kant's philosophical defense of the French Revolution. (shrink)

This essay argues that what makes Michel Foucault’s oeuvre not only stand apart but also cohere is an assiduous philosophical practice taking the form of an ongoing yet concrete self-modification in the medium of thought. Part I gives an account of three essential aspects of Foucault’s conception of philosophical activity. Beginning with his famous characterization of philosophy in terms of ascēsis, it moves on to articulate his characterization of philosophical practice as a distinct form of meditation, differing (...) from both Cartesian meditation and Hegelian meditation, as it aims to stand vigil for the day to come and operates as a preface to transgression. Part II begins the articulation of crucial traits left implicit in this understanding of philosophy by turning to Foucault’s in-depth investigation of philosophy in Antiquity during his lectures at the Collège de France in the 1980s. First, it develops how philosophy here begins to constitute and distinguish itself by establishing itself as an activity that has a privileged relationship to truth and truth-telling as an unremitting, existentially determining challenge for the philosopher. Further, it instantiates how Platonism elaborates the need for a sustained ‘auto-ascetic’ ethical non-compliant differentiation as the condition of possibility for accessing and stating truth, and then describes how the assertion of an ethical differentiation and attitude in Cynicism takes the form of an insistent combat for another world in this world. Finally, it underlines how the ethical-practical philosophical work upon oneself in Antiquity is developed in an ongoing critical and political exchange with others. Part III indicates how ethical differentiation according to Foucault remains an essential precondition for the practice of philosophy and is further developed in the modern age. This is particularly perspicuous in Kant’s determination of the Enlightenment, in the attitude of modernity exemplified by Baudelaire, and in the history of revolt since the beginning of early Modernity. On this background, Part IV develops how philosophy as an ongoing meditative practice of self-modification leads to an affirmative critique, confirming the virtuality of this world in order to investigate the potentiality in the examined. In this manner, the essay presents Foucault’s philosophical practice as well as an outline of the history of ideas of a seemingly alternate, yet still agenda-setting conception of philosophical practice today. (shrink)

This book is the first translation into English of the Reflections which Kant wrote whilst formulating his ideas in political philosophy: the preparatory drafts for Theory and Practice, Toward Perpetual Peace, the Doctrine of Right, and Conflict of the Faculties; and the only surviving student transcription of his course on Natural Right. Through these texts one can trace the development of his political thought, from his first exposure to Rousseau in the mid 1760s through to his last musings in the (...) late 1790s after his final system of Right was published. The material covers such topics as the central role of freedom, the social contract, the nature of sovereignty, the means for achieving international peace, property rights in relation to the very possibility of human agency, the general prohibition of rebellion, and Kant's philosophical defense of the French Revolution. (shrink)

Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human potential. Each paper is followed by a response from Scheffler himself. The (...) collection is essential reading for anyone concerned with contemporary scholarship in philosophy of education, or with the place of this singularly important author in it. (shrink)

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it (...) from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. _Of Human Potential _will be of interest to a broad range of philosophers, educators and social scientists. (shrink)

In the 1980s, philosophical, historical and social studies of science underwent a change which later evolved into a turn to practice. Analysts of science were asked to pay attention to scientific practices in meticulous detail and along multiple dimensions, including the material, social and psychological. Following this turn, the interest in scientific practices continued to increase and had an indelible influence in the various fields of science studies. No doubt, the practice turn changed our conceptions and approaches of science, (...) but what did it really teach us? What does it mean to study scientific practices? What are the general lessons, implications, and new challenges? This volume explores questions about the practice turn using both case studies and theoretical analysis. The case studies examine empirical and mathematical sciences, including the engineering sciences. The volume promotes interactions between acknowledged experts from different, often thought of as conflicting, orientations. It presents contributions in conjunction with critical commentaries that put the theses and assumptions of the former in perspective. Overall, the book offers a unique and diverse range of perspectives on the meanings, methods, lessons, and challenges associated with the practice turn. (shrink)

English summary: The idea of spiritual guidance as a philosophical practice lies at the center of Senecas thought, and can provide us with a new perspective on our own moral conduct, as well as the meaning of philosophy itself. Through a close philological, historical, and philosophical study, Ilsetraut Hadot breathes new life into Senecas work and restores it to its place at the heart of western philosophy. French description: Seneque et la philosophie du present : la distance qui (...) les separe est precisement ce qui nous permet de nous voir nous-memes plus objectivement et de mieux comprendre les insuffisances de nos systemes philosophiques contemporains. L'idee de direction spirituelle en tant que pratique philosophique est au centre de la pensee de Seneque et, dans toute sa specificite, nous ouvre une perspective nouvelle sur notre conduite morale aussi bien que sur le sens de la philosophie elle-meme. Car ce sont paradoxalement Seneque et la tradition de la direction spirituelle qui nous apportent des concepts et des exercices precieux pour decouvrir, dans notre passe philosophique, notre vraie actualite. Ainsi, grace a sa lecture rigoureuse, a la fois philologique, historique et philosophique, Ilsetraut Hadot restitue a la richesse de l'oeuvre de Seneque son role essentiel au coeur de l'histoire de la pensee occidentale. C'est a nous d'utiliser cette lecture pour mettre en pratique l'experience de la philosophie. (shrink)

The boldest and most unsettling of the major early modern philosophers, Spinoza, had a much greater, if often concealed, impact on the international intellectual scene and on the early Enlightenment than philosophers, historians, and political theorists have conventionally tended to recognize. Europe-wide efforts to prevent the reading public and university students learning about Spinoza, the man and his work, in the years immediately after his death in 1677, dominated much of his early reception owing to the revolutionary implications of his (...) thought for philosophy, religion, practical ethics and lifestyle, Bible criticism, and political theory. Nevertheless, contrary to what has sometimes been maintained, his general impact was immediate, very widespread, and profound. One of the main objectives of the book is to show how early and how deeply Leibniz, Bayle, Arnauld, Henry More, Anne Conway, Richard Baxter, Robert Boyle, Henry Oldenburg, Pierre-Daniel Huet, Richard Simon, and Nicholas Steno, among many others, were affected by and led to wrestle with his principal ideas. (shrink)

Of what use is philosophy to education? What do philosophical purposes, skills, and attitudes bring to educational practice? What might they accomplish? My concern in this paper is not with any particular set of philosophical doctrines, nor am I inquiring after the educational implications of this or that philosophical viewpoint. Rather, my questions pertain to philosophical activity itself. The questions are thus quite general and they are certainly not new. But they take on special urgency when (...) viewed in the perspective of current trends that are likely to affect our future circumstances of life and our operative conceptions of education. (shrink)

In my dissertation, "The Nature of Halakha: Philosophical Investigations," I explore the metaphysics of Halakha using contemporary analytical philosophy. The central question guiding my research is: How are the natural world and the world of Halakha related, according to the underlying assumptions of Halakha? My work consists of three papers addressing the relationship between natural facts and halakhic facts. In the first paper, I propose a shift from the traditional debate between halakhic realism and nominalism to a discussion of (...) halakhic naturalism and non-naturalism. I evaluate arguments for and against various interpretations of these views, favoring a non-naturalistic perspective. In the second paper, I argue for a strong version of non-naturalism, which I term "Halakhic Occasionalism." This view suggests that God's primary involvement in the world is His responsiveness to halakhic practices. I analyze the Talmudic principle that "the mitzvot were not given to produce benefit" and its implications, using this analysis to support the occasionalist interpretation. The third paper examines the metaphysical nature of halakhic laws, focusing on the relationship between their general aspect and specific applications. I present two competing theses: Halakhic Generalism and Halakhic Particularism. I argue that the particularist position better justifies the halakhic principle that "no prohibition applies to prohibition" in cases of normative overdetermination. Throughout my dissertation, I argue that the halakhic concepts do not carve nature at its joints, indicating that the halakhic framework does not align with the natural divisions of the physical world. I explore this insight across the three papers, contributing to an understanding of the relationship between God, the natural world, and halakhic practice. My work aims to contribute to the field of philosophy of Halakha by applying analytical methods to traditional Jewish legal concepts. I also seek to bridge discussions in metaethics, philosophy of religion, and philosophy of law with halakhic thought, offering perspectives on longstanding questions in Jewish legal philosophy. I draw on sources including Talmudic literature, Jewish commentaries, and contemporary philosophical works. By engaging with traditional Jewish texts and modern analytical philosophy, I create an interdisciplinary approach to understanding the nature of Halakha. (shrink)

Theory and Practice is a series of nine lectures that Jacques Derrida delivered at the École Normale Supérieure in 1976 and 1977. The topic of “theory and practice” was associated above all with Marxist discourse and particularly the influential interpretation of Marx by Louis Althusser. Derrida’s many questions to Althusser and other thinkers aim at unsettling the distinction between thinking and acting. Derrida’s investigations set out from Marx’s “Theses on Feuerbach,” in particular the eleventh thesis, which has often been taken (...) as a mantra for the “end of philosophy,” to be brought about by Marxist practice. Derrida argues, however, that Althusser has no such end in view and that his discourse remains resolutely philosophical, even as it promotes the theory/practice pair as primary values. This seminar also draws fascinating connections between Marxist thought and Heidegger and features Derrida’s signature reconsideration of the dichotomy between doing and thinking. This text, available for the first time in English, shows that Derrida was doing important work on Marx long before Specters of Marx. As with the other volumes in this series, it gives readers an unparalleled glimpse into Derrida’s thinking at its best—spontaneous, unpredictable, and groundbreaking. (shrink)

This work constitutes the Proceedings of the Bar-Ilan International Symposium on the topic ?Sense and Nonsense in Philosophy and Psychopathology.? The symposium was held at Bar-Ilan University (Israel) from June 7-8, 1993, with lectures given in three languages (English, Hebrew and French). Through this symposium an outline of a philosophy of psychopathology related to biology and ethics was presented. It is now clear, especially from clinical experience, that the notions of sense and nonsense cannot be grasped directly, but must be (...) constructed through a reflective process connected with concepts. Furthermore, since psychopathology is for the most part concerned with the disturbance of intersubjective experience, it is directly related to ethics. For this reason, as clearly illustrated by this symposium, psychopathology could provide an excellent basis for philosophical interrogation. (shrink)

In this paper, I address a fundamental challenge in the philosophy of trust: how to account for trustee discretion in scenarios that fall outside explicitly defined expectations. I argue that this challenge reveals vagueness as an inherent feature of trusting relationships, often leading to disagreements between trustors and trustees. To resolve this, I propose a novel account of trust grounded in rule-following, shifting the object of trust from particular actions to adherence to rules constitutive of relationships. By focusing on relationships (...) and their constitutive rules, I provide here a framework for understanding and minimizing disagreements through communication and engaged practice. Furthermore, I argue this framework sheds light on the dynamics of trust-related reactive attitudes, in particular, distinguishing between betrayal and mere disappointment. (shrink)

In 1980, at the end of the most intensely political period of his work and life, Louis Althusser penned Philosophy for Non-philosophers. Available here for the first time in English, Philosophy for Non-philosophers constitutes a rigorous and engaged attempt to address a wide reading public unfamiliar with Althusser's project. As such, the work is a concentration of the most fundamental theses of Althusser's own ideas, and presents a synthesis of his sprawling and disparate philosophical and political writings. Nowhere else (...) does Althusser push the distinction between philosophy and other disciplines as far, or develop in such detail the concept of 'practice'. Rather than a work of 'popular philosophy', Philosophy for Non-philosophers is a continuation and conglomeration of Althusser's thought; a thought whose radicality is still perceptible in those that have followed since. Philosophy for Non-philosophers thus provides a vivid encapsulation of Althusser's seminal influence on the leading thinkers of today, including Ranciere, Badiou, Balibar, and Žižek. (shrink)

Goodman published his "riddle" in the middle of the 20th century and many philosophers have attempted to solve it. These attempts almost all shared an assumption that, I shall argue, might be wrong, namely, the assumption that when we project from cases we have examined to cases we have not, what we project are predicates. I shall argue that this assumption, shared by almost all attempts at a solution, looks wrong, because, in the first place, what we project are generalizations (...) and not predicates, and a generalization is projectible relative to a given context. In this paper I develop the idea of explainable-projectible generalizations versus unexplainable-unprojectible generalizations, relative to a specific context. My main claim is that we rationally project a generalization if and only if we rationally believe that there is something that explains the general phenomenon that the generalized statement in question asserts to obtain, and that a generalization is projectible, if and only if its putative truth can be explained, whether we know that it can be or not. (shrink)

Wang Yangming (1472-1529) and his School of Mind dominated the intellectual world of sixteenth-century Ming China (1368-1644), and his Confucian philosophy has since remained an essential component of East Asian philosophical discourse. Yet, the volume of publications on him in the Western-language literature has consistently paled in comparison to the volume of scholarship on classical Chinese philosophy, modern Chinese philosophy, Buddhism, and Daoism. Studying Wang Yangming: History of a Sinological Field explains the history of writing in the West about (...) the famed Ming dynasty scholar-official. From eighteenth-century French Jesuit books to English-language publications in 2020, this book provides a historical overview and summary of a literature published by scholars attempting to grapple with one of the most influential Confucians in the history of China, East Asia, and the world. (shrink)

At once historical and philosophical, Michel Foucault used his genealogical method to expose the contingent conditions constituting the institutions, sciences and practices of the present. His analyses of the asylum, clinic, prison and sexuality revealed the historical, political and epistemological forces that make up certain types of subjects, sciences and sites of control. Although noting the originality of his work, a number of early critics questioned the normative framework of Foucault's method. Nancy Fraser argued that Foucault's genealogical method was (...) ‘normatively confused’ as it implied political critique yet claimed to be value-neutral. Jürgen Habermas and Charles Taylor also questioned the normative basis of Foucault's appeals to critique, arguing it was self-refuting as Foucault left no room for the subject to escape power. Although a debate among these scholars was planned for the mid-1980s, Foucault's death in 1984 meant this could not occur. A number of edited volumes sought to fabricate a debate, with defenders of Foucault excavating his published monographs to construct responses to his critics. While the monographs remain the central texts of Foucault's oeuvre, over the past decade his Collège de France lectures have been published and translated into English. This article offers a schematic survey of the influence of the Collège de France lectures in recasting different points in the debates over normativity, critique and resistance. (shrink)

As a universal language, English is pivotal across various domains, yet it often encounters challenges like improper wording and grammatical inaccuracies. Addressing these, English discourse repair has emerged as a crucial educational endeavour, enhancing linguistic accuracy and students' linguistic awareness and literacy—qualities that significantly uplift their comprehensive intellectual development. This paper delves into the philosophical underpinnings of English discourse repair within educational frameworks, seeking to articulate its theoretical foundations, practical applications, and intrinsic educational value. Employing a blend of literature (...) review, case studies, and empirical research, this study first unpacks the theoretical landscape of discourse repair through extensive literature analysis, establishing a comprehensive understanding of current research and methodologies. Subsequent case analyses apply these theoretical insights to real-world educational scenarios, proposing innovative teaching strategies. Finally, experimental research tests these strategies to validate their effectiveness and reliability. Findings underscore that English discourse repair is not merely a linguistic tool but a profound educational technique that significantly enhances students' communicative competences and language awareness. Rooted in educational philosophy, this approach emphasizes the cultivation of critical thinking and learning agility. Moreover, the study reveals an essential need for ongoing refinement of teaching strategies to heighten their impact and adaptability. In synthesizing these insights, the paper asserts that English discourse repair serves as a powerful pedagogical method, bridging educational philosophy and practical application. Future research should further dissect its theoretical bases and refine practical approaches, aiming to optimize its utility and extend its benefits to students' broader educational experiences. Through this exploration, the paper contributes to a more profound understanding of the intersection between language education and philosophical inquiry, advocating for a curriculum that is as intellectually enriching as it is linguistically precise. (shrink)

This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies of education. The authors offer diverse forms of scholarly contributions, including philosophical articles, practice-focused reflections, (...) and a reflection on ‘education’ in the public sphere. In this introduction, we consider the relevance of educational-philosophical thinking to the pressing issue of decolonizing the curriculum. The volume is divided into two parts, with the first covering issues of university and postcompulsory education, and the second discussing issues related to schools. We discuss three interconnected themes that permeate both sections: (i) whose knowledge and whose narratives are embodied in curricula? (ii) who is the curriculum for? Who is the learner? What does it mean to be human? (iii) what implications does decolonizing the curriculum have for pedagogy? With these themes, we indicate some of the ways that the articles contribute to a critical extension of the meaning of education itself. (shrink)

Between 1934 and 1937 Maurice Blondel, the French Roman Catholic philosopher best known for his 1893 work, Action, published a trilogy of writings. Out of these writings came a theological ontology of tremendous force, creativity, and coherence. The purpose of the present dissertation is to reassess the viability of Blondel's ontology for contemporary theology. The retrieval begins with John Milbank's 1990 investigation of Blondel's early philosophy. While Milbank focuses on the strengths of Blondel, he also highlights some critical weaknesses. The (...) dissertation argues that Blondel later came to recognize and correct these weaknesses in his trilogy. ;La pensee, the first volume of the trilogy, discusses the nature and development of thought. Recognizing the ontological structure of thought leads Blondel to present his doctrine of the transnatural elan for assimilation to God. The transnatural desire for God is compared with Henri de Lubac's notion of naturae desiderium and then applied to the modern problem of the relationship between nature and supernature. ;The second installment of the trilogy, L'etre et les etres , explores the mysterious relation of Being and beings. Blondel situates the discussion within the language of creation, identifying Being as Creator and beings as creatures. The analogy of creation allows him to forge the proper relationship between Being and beings. After Blondel's death, two different schools of thought emerged on the mystery of being: Karl Rahner's Thomism and Jean-Luc Marion's new phenomenology. Each school is reviewed and critiqued from a Blondelian perspective. ;The trilogy concludes with a long-awaited revision of L'action . It begins by distinguishing the idea of action from action itself and establishing the ontological difference of action. Action is presented ontologically as enacted power, which is investigated in its individual, social, and metaphysical forms. Individual action is identified as making, practicing, and contemplating. Social action is studied next, with the conclusion that the social being of enacted power is determined by either a philosophy of peace or violence. Finally, divine action is evaluated with regards to the language of causality and absolute power. Blondel proposes instead to describe God's activity in terms of pure action. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

Rabbi Moses Cordoeiro was a towering mystical thinker in Safed and retains to this day a seat of honor in Jewish intellectual history. Ranking among the most prolific and lucid thinkers Judaism has ever known, Cordoeiro had an enormous impact on the trajectory of mystical philosophy from the 16th century onward. This book - the first extensive work on Cordoeiro in English sheds new and important light on his life, writings, practical piety, and, most importantly, systematic thought in Kabbalah. By (...) placing Cordoeiro's personal growth and conceptual evolution within sociopolitical and theoretical context, his works are thoroughly investigated with the aim of articulating his elaborate theoretical model and its relations to his mystical practices. Much attention has been given throughout this book to Cordoeiro's acute philological sensitivity, for his view of Hebrew as "God's Vernacular" had prompted him to introduce bold and often remarkably creative exegetical maneuvers. This book is a significant contribution to philosophical scholarship and to anyone interested in exploring the deeper realms of Jewish mystical thought. (shrink)

Philosophical instruction in the French Universities usually consists in more or less direct preparation for the licence-ès-lettres and the agrigation , or in informal discussion with candidates preparing for the Doctorate. But it has for long been the practice at the Sorbonne in Paris for the Professors to deliver a course of public lectures lasting throughout a half or the whole of the academic year. And since the eleinehts of logic and philosophy are taught in the top form of (...) every lycèe quite a large part Of the ordinary educated public is able to follow with profit the communications of the foremost philosophers. This year, Professor A. Lalande lectures on “General Methodology”; Professor Brunschvicg on “The Object in Perception and in Science”; Professor Delacroix on “Consciousness and Personality”; Dr. Wallon on “Explanation and Constructive Thought in the Child”; Professor Basch on “The Æsthetic Categories,” and on “English Æsthetics in the Eighteenth Century,” and Professor E. Gilson on “The Main Problems of Mediaeval Philosophy.” At the College de France, Professor Le Roy lectures on “The Primitive Forms of Intelligence,” Professor Pierre Janet on “The Psychological Evolution of Personality,” and Professor Pièron on “Pain and Affective Reactions.”. (shrink)

Pierre Manent is one of France's leading political philosophers. This first English translation of his profound and strikingly original book La loi naturelle et les droits de l'homme is a reflection on the central question of the Western political tradition. In six chapters, developed from the prestigious Étienne Gilson lectures at the Institut Catholique de Paris, and in a related appendix, Manent contemplates the steady displacement of the natural law by the modern conception of human rights. He aims to restore (...) the grammar of moral and political action, and thus the possibility of an authentically political order that is fully compatible with liberty rightly understood. Manent boldly confronts the prejudices and dogmas of those who have repudiated the classical and (especially) Christian notion of "liberty under law" and in the process shows how groundless many contemporary appeals to human rights turn out to be. Manent denies that we can generate obligations from a condition of what Locke, Hobbes, and Rousseau call the "state of nature," where human beings are absolutely free, with no obligations to others. In his view, our ever-more-imperial affirmation of human rights needs to be reintegrated into what he calls an "archic" understanding of human and political existence, where law and obligation are inherent in liberty and meaningful human action. Otherwise we are bound to act thoughtlessly and in an increasingly arbitrary or willful manner. Natural Law and Human Rights will engage students and scholars of politics, philosophy, and religion, and will captivate sophisticated readers who are interested in the question of how we might reconfigure our knowledge of, and talk with one another about, politics. (shrink)

Pierre Hadot, whose inaugural lecture to the chair of the History of Hellenistic and Roman Through at the Collège de France we are publishing here, is one of the most significant and wide-ranging historians of ancient philosophy writing today. His work, hardly known in the English-reading world except among specialists, exhibits that rare combination of prodigious historical scholarship and rigorous philosophical argumentation that upsets any preconceived distinction between the history of philosophy and philosophy proper. In addition to being the (...) translator and author of monographs on Plotinus, Vitorinus, Porphyry, and many others, Hadot’s most important general philosophical work is entitled Exercises spirituels et philosophie antique.1 Combined with detailed studies of Socrates and Marcus Aurelius, this work presents a history of spiritual exercises from Socrates to early Christianity, an account of their decline in modern philosophy, and a discussion of the different conceptions of philosophy that have companied the trajectory and fate of the theory and practice of spiritual exercises. Hadot’s “Forms of Life and Forms of Discourse in Ancient Philosophy” provides an overview of his major themes and preoccupations, and gives some indication of the historical scope of his work. This lecture also illuminates the methodological problems one faces in studying the history of thought, especially problems concerning the evolution, reinterpretation, and even misunderstanding of the meaning and significance of philosophical terminology. In this brief introduction, I can do no more than attempt to provide a context for Hadot’s inaugural lecture, by way of summary of his major work, and, more specifically for reader’s of Critical Inquiry, to sketch the profound importance that Hadot’s writings had for the last works of Michel Foucault. Arnold I. Davidson, executive editor of Critical Inquiry, is associate professor of philosophy and a member of the Committees on the Conceptual Foundations of Science and General Studies in the Humanities at the University of Chicago. He introduced and edited the “Symposium on Heidegger and Nazism” . He is currently working on the history of horror as it relates to the epistemology of norms and deviations. (shrink)

Two complete eBooks for one low price! Created and compiled by the publisher, this Philosophy & Ethics bundle brings together two important titles in one, e-only bundle. With this special bundle, you’ll get the complete text of the following two titles: _Philosophy For Dummies_ _Philosophy For Dummies_ is for anyone who has ever entertained a question about life and this world. In a conversational tone, the book's author – a modern-day scholar and lecturer – brings the greatest wisdom of the (...) past into the challenges that we face now. This refreshingly different guide explains philosophical fundamentals and explores some of the strangest and deepest questions ever posed to human beings, such as: How do we know anything? What does the word _good_ mean? Are we ever really free? Do human beings have souls? Is there life after death? Is there a God? Is happiness really possible in our world? _Ethics For Dummies_ An easy-to-grasp guide to addressing the principles of ethics and applying them to daily life How do you define "good" versus "evil?" Do you know the difference between moral "truth" and moral relativity? Whether or not you know Aristotle from Hume, _Ethics For Dummies_ will get you comfortable with the centuries-old study of ethical philosophy quickly and effectively! _Ethics For Dummies_ is a practical, friendly guide that takes the headache out of the often-confusing subject of ethics. In plain English, it examines the controversial facets of ethical thought, explores the problem of evil, demystifies the writings and theories of such great thinkers through the ages as Aristotle, Confucius, Descartes, Kant, Nietzsche, and so much more. You’ll learn how to apply the concepts and theories of ethical philosophy to your everyday life. Whether you're currently enrolled in an ethics course or are interested in living a good life but are vexed with ethical complexities_, Ethics For Dummies_ has you covered! About the Author of _Philosophy For Dummies_ Tom Morris, Ph.D., author of True Success and other books, taught philosophy at Notre Dame University for 15 years and currently heads the Morris Institute for Human Values. About the Authors of _Ethics For Dummies_ Christopher Panza, PhD, is an associate professor of philosophy at Drury University and coauthor of Existentialism For Dummies. Adam Potthast, PhD, is an assistant professor of philosophy at Missouri University of Science and Technology. (shrink)

This book examines the relations among work, education and leadership in philosophical and practical perspective. Among the topics included are the concepts of education and training, the nature of vocational education, the relations of art and utility in schooling, and the roles of leadership in education and work. This book draws together influences from the American Pragmatist, John Dewey, and the British Idealist R. G. Collingwood.

This handsome volume contains Fichte’s preparatory, supplementary, and popular writings about the first version of the Wissenschaftslehre, together with a very judicious selection from his philosophical correspondence in the decade 1790-99. Anyone who puts it on the shelf beside the Heath-Lachs translation of the 1794 lecture script and the two 1797 “Introductions” can now be confident of possessing in excellent and accurate English all of Fichte’s theoretical discussions of the philosophical view that made him both famous and immensely (...) influential in the development of German idealism. His later thought remains still the private preserve of a few German-reading specialists; and we need good modern translations of his practical philosophy: Foundation of Natural Right and System of Ethical Theory. But his Theory of Scientific Knowledge we do now have. (shrink)

Philosophers have almost always relegated the topic of revision to the sidelines of their discipline, if they have thought about it at all. This book contends that acts of revision are central and indispensable to the project of philosophizing and that philosophy should be construed essentially as a practice of rereading and rewriting. The book focuses chiefly on Heidegger's highly influential interpretation of Nietzsche, conducted in lectures during the 1930s and 1940s and published in 1961. The author closely analyzes the (...) rhetorical means by which Heidegger repositions Nietzsche's thinking within a broad history of metaphysics, even as Heidegger positions his own reinterpretation as that history's more 'proper' reading. In addition to being the first book-length published study of Heidegger's interpretation of Nietzsche, the book also examines the work of Hans-Robert Jauss, Harold Bloom, and other critics of revision. (shrink)

State and Religion in Israel begins with a philosophical analysis of the two main questions regarding the role of religion in liberal states: should such states institute a 'Wall of Separation' between state and religion? Should they offer religious practices and religious communities special protection? Gideon Sapir and Daniel Statman argue that liberalism in not committed to Separation, but is committed to granting religion a unique protection, albeit a narrower one than often assumed. They then use Israel as a (...) case study for their conclusions. Although Israel is defined as a Jewish state, its Jewish identity need not be interpreted religiously, requiring that it subjects itself to the dictates of Jewish law. The authors test this view by critically examining important topics relevant to state and religion in Israel: marriage and divorce, the drafting of yeshiva students into the army, the character of the Sabbath and more. (shrink)

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...) higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)

In response to the proposal by Walter Jaeschke contained in the preceding paper, the Nineteenth Century Theology Group of the American Academy of Religion discussed plans, at the annual meeting of the Academy on 15–17 November 1979, to complete a new English study edition of Hegel’s Lectures on the Philosophy of Religion, and has agreed to sponsor its publication by Scholars Press in the AAR Texts & Translations Series. An Editorial Committee has been formed with the following membership: Robert F. (...) Brown, Richard Crouter, James O. Duke, Francis S. Fiorenza, Joseph Fitzer, Peter C. Hodgson, Walter Jaeschke, Darrell Jodock, O. Kem Luther, Dale M. Schlitt, John C. Shelley, James Yerkes. Many of these persons will be involved in the editing and translating process. (shrink)

The popular and successful rhetorical textbooks produced by the 18th century Scottish philosophical tradition, such as George Campbell's The Philosophy of Rhetoric, Hugh Blair’s Lectures on Rhetoric and Belles Lettres, and Alexander Bain’s English Composition and Rhetoric have been widely accorded a role in the trajectories of 19th and 20th century literary theory. Scholars have generally overlooked them, however, as philosophical works. The selected writings chosen for this volume show how these rhetorical textbooks were a practical extension of (...) the philosophy of language developed by 18th century Scottish philosophers. Francis Hutcheson, Adam Smith, Thomas Reid, Adam Ferguson, Alexander Gerard, and Henry Home, Lord Kames, advanced a radically new paradigm of language as an inherently mediated practice, directed simultaneously to personal and social, moral and aesthetic uses. This Scottish philosophy of rhetoric powerfully influenced the teaching of language and literacy as tools for social and educational innovation. This volume — the first of its kind — offers a wide variety of writings on rhetoric and rhetorical theory, selected in a way that reveals their intimate connection with the Scottish philosophical tradition. (shrink)

This article outlines the leading trends in contemporary English-language historiography of philosophy. It is shown that the anti-historicity, which was characteristic of analytic philosophy in its classical versions was only a moment in its development. A historical turn that began in English-language philosophical world as early as the 1960s, during the first decades of the 21st century has led to a true flourishing of the history of philosophy - both at the conceptual and institutional level. Contemporary English-speaking historians of (...) philosophy pay considerable attention to the methodologically important distinction between real historical process, i.e., facts that took place in the past (history of philosophy), and reflections concerning means, goals, and epistemological foundations for the understanding of these facts (historiography of philosophy). It is also shown that one of the main results of a careful study of history of philosophy is inclusiveness – drawing attention to those pages or aspects of the past that, for some reason, were marginalized or completely forgotten. Factors that were traditionally dismissed as external and unimportant, now acquire the same significance as those that were previously considered as exclusively internal and important. Due to this fact traditional history of philosophy, focused primarily on the study of the most prominent representatives of Western thought, usually men by gender, is replaced by a much broader historically-philosophical canon, which includes a much wider circle of thinkers, representatives of different cultures and types of philosophizing. (shrink)

Normal 0 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} Focusing mainly on a number of unpublished texts by Collingwood, especially his “Lectures on the Ontological Proof of the Existence of God,” the study examines the English philosopher’s innovative interpretation of the Anselm’s main contribution to the philosophical-theological tradition. Collingwood insightfully shows how the ontological argument can be used (...) in analyzing and discussing the religious experience, not in trying to formulate a logical proof of God’s existence. When abstracted from the individual’s practical religious life, that is, from the experience of prayer, worship, and the like, mind’s awareness of God cannot be understood. Resorting mainly to Anselm, Augustine, Thomas Aquinas, and Descartes, Collingwood argues that the externality of the Platonic absolute is that of an absolute transcendent whereas the Christian God is not only conceived as the transcendent cause of all things, but also as the immanent spirit in them. By asserting the unity of the mind—regarded as identical with its acts—this interpretation is meant to serve both as a means towards self-knowledge, and as a starting point for a future conceptual unification of religion and philosophy. (shrink)

Ernst Mach was one of the great philosopher-scientists in the late nineteenth and early twentieth centuries. He was among the first to deal systematically with the contribution that the history and philosophy of science can make to science education. His teaching was the occasion to unite pedagogical, psychological, philosophical and scientific concerns. His ideas on education are scattered throughout his books, textbooks and journal articles. However, there are three lectures where he explicitly addressed pedagogical issues. – ‘On Instruction in (...) the Classics and the Mathematico-Physical Sciences’, ‘On Instruction in Heat Theory’, and ‘On the Psychological and Logical Moment in Scientific Instruction’. As well as intellectual and practical interests in education, Mach had a notable Enlightenment-inspired political involvement in educational reform. Mach’s relative neglect by English-speaking science educators is unfortunate. (shrink)

This volume presents, for the first time in English, Husserl’s seminal 1923/24 lecture course First Philosophy together with a selection of material from the famous research manuscripts of the same time period. The lecture course is divided into two systematic, yet interrelated parts. It has long been recognized by scholars as among the most important of the many lecture courses he taught in his career. Indeed it was deemed as crucially important by Husserl himself, who composed it with a view (...) toward eventual publication. It is unsurprising, then, that First Philosophy is the only lecture course that is consistently counted among his major works. In addition to furnishing valuable insights into Husserl’s understanding of the history of philosophy, First Philosophy is his most sustained treatment of the phenomenological reduction, the central concept of his philosophical methodology. The selection of supplemental texts expands on the topics treated in the lectures, but also add other themes from Husserl’s vast oeuvre. The manuscript material is especially worthwhile, because in it, Husserl offers candid self-criticisms of his publicly enunciated words, and also makes forays into areas of his philosophy that he was loath to publicize, lest his words be misunderstood. As Husserl’s position as a key contributor to contemporary thought has, with the passage of time, become increasingly clear, the demand for access to his writings in English has steadily grown. This translation strives to meet this demand by providing English-speaking readers access to this central Husserlian text. It will be of interest to scholars of Husserl’s work, non-specialists, and students of phenomenology. (shrink)

The Hegel Lectures Series Series Editor: Peter C. Hodgson Hegel's lectures have had as great a historical impact as the works he himself published. Important elements of his system are elaborated only in the lectures, especially those given in Berlin during the last decade of his life. The original editors conflated materials from different sources and dates, obscuring the development and logic of Hegel's thought. The Hegel Lectures series is based on a selection of extant and recently discovered transcripts and (...) manuscripts. Lectures from specific years are reconstructed so that the structure of Hegel's argument can be followed. Each volume presents an accurate new translation accompanied by an editorial introduction and annotations on the text, which make possible the identification of Hegel's many allusions and sources. Hegel's Lectures on the Philosophy of Religion represent the final and in some ways the decisive element of his entire philosophical system. His conception and execution of the lectures differed significantly on each of the occasions he delivered them, in 1821, 1824, 1827, and 1831. The older editions introduced insoluble problems by conflating these materials into an editorially constructed text. The present volumes establish a critical edition by separating the series of lectures and presenting them as independent units on the basis of a complete re-editing of the sources by Walter Jaeschke. The English translation has been prepared by a team consisting of Robert F. Brown, Peter C. Hodgson, and J. Michael Stewart, with the assistance of H. S. Harris. Now widely recognized as the definitive English edition, it is being reissued by Oxford in the Hegel Lectures Series. The three volumes include editorial introductions, critical annotations on the text, textual variants, and tables, bibliography, and glossary. 'The Consummate Religion' is Hegel's name for Christianity, which he also designates 'the Revelatory Religion'. Here he offers a speculative interpretation of major Christian doctrines: the Trinity, creation, humanity, estrangement and evil, Christ, the Spirit, the spiritual community, church and world. These interpretations have had a powerful and controversial impact on modern theology. (shrink)

John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...) well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. (shrink)

Henry Sidgwick (1838-1900), English philosopher and educator is today most famous for his Methods of Ethics first published in 1874 and considered by C. D. Broad among others to be the greatest single work on ethics in English. Besides philosophy, Sidgwick wrote on education, literature, political theory, the history of political institutions, and psychical research. He was also active in University politics, economics and administration, playing a large part in the founding of the first College for women - Newnham College, (...) Cambridge. Although Methods of Ethics is considered the most valuable of his writings - reprinted here in its first and last editions - his intellect is displayed in the full extent of his writings. Professor Marshall said in reference to his discussions of the proper functions of government in Principles of Political Economy that it was 'by far the best thing of the kind in any language'. In all his writings, Sidgwick is rigorous and cautious, reluctant to advance ideas without making sure of his ground. In common with Mill he was opposed to mystical and transcendental methods. This comprehensive collection brings together the most definitive editions of all his books and includes the standard biography written by his wife, as well as two volumes of previously uncollected essays and reviews. (shrink)

IN 1787, six years after the publication of the Critique of Pure Reason, one year before the publication of the Critique of Practical Reason, and three years prior to the appearance of the Critique of Judgment, Duke Karl August of Sax-Weimar was persuaded to establish at the University of Jena the world's first university chair designated for the promulgation and explication of the new Critical Philosophy associated with Immanuel Kant. The first occupant of this chair was Karl Leonhard Reinhold, an (...) Austrian ex-monk, whose main qualification for the new position was his fame as the author of a series of well-received magazine articles promoting the new philosophy. At Jena, however, Reinhold's own "Kantianism" underwent an interesting metamorphosis; in the books and lectures that he wrote during his seven year tenure there he profoundly revised the Kantian system and produced a new version of it which he called "Elementary Philosophy." It is altogether appropriate that when Reinhold finally left Jena his successor should have been an even more innovative follower of Kant and admirer of Reinhold's Elementary Philosophy, J. G. Fichte. Fichte arrived in 1794 and immediately began constructing and laying before the public what is perhaps the most imaginative and remarkable of all the great post-Kantian speculative systems: his Wissenschaftslehre, or "Theory of Scientific Knowledge." Concurrent with the widespread revival of interest in German Idealism generally, interest in Fichte's Wissenschaftslehre has increased remarkably in recent years. Often viewed as the first step "from Kant to Hegel," Fichte's system was in fact not the first attempt to convert Kant's philosophy into a more consistent and thoroughgoingly speculative system. The honor--or onus--of making the "first step" in this direction belongs to Reinhold, and the aim of this essay is to indicate why this is so by surveying the Elementary Philosophy and examining those of its features which most influenced other philosophers, most notably Fichte. Though it may be claiming too much to say that one cannot properly understand Fichte's early presentations of his system without some acquaintance with Reinhold's Elementary Philosophy, it is certainly true that a familiarity with the latter is a tremendous aid to anyone trying to penetrate the former. Though the chief purpose of this survey is to emphasize Reinhold's contributions to the development of German Idealism, an ulterior aim is to introduce contemporary readers, especially English-language readers, to Reinhold's Elementary Philosophy and to suggest reasons why this neglected and all but forgotten system might still merit serious study. (shrink)

Doing Philosophy provides a practical guide to studying philosophy for undergraduate students. The book presents strategies for developing the necessary skills that will allow students to get the most out of this fascinating subject. It examines what it means to think, read, discuss and write philosophically, giving advice on: Reading and analysing philosophical texts Preparing for and participating in seminars Choosing essay topics Constructing arguments and avoiding plagiarism Using libraries, the internet and other resources Technical terms, forms of expression (...) and logical notation The second edition is fully revised and expanded throughout, packed with practical exercises, useful examples and fully up-to-date resources. It also features for the first time a full companion website with additional resources and a range of pedagogical tools and activities designed for students and lecturers to use both in the classroom and in seminar preparation. Concise and accessible, Doing Philosophy equips the student with the tools needed to successfully engage in discussing, reading and writing philosophy. (shrink)

The Hegel Lectures Series Series Editor: Peter C. Hodgson Hegel's lectures have had as great a historical impact as the works he himself published. Important elements of his system are elaborated only in the lectures, especially those given in Berlin during the last decade of his life. The original editors conflated materials from different sources and dates, obscuring the development and logic of Hegel's thought. The Hegel Lectures series is based on a selection of extant and recently discovered transcripts and (...) manuscripts. The original lecture series are reconstructed so that the structure of Hegel's argument can be followed. Each volume presents an accurate new translation accompanied by an editorial introduction and annotations on the text, which make possible the identification of Hegel's many allusions and sources. Hegel's Lectures on the Philosophy of Religion represent the final and in some ways the decisive element of his entire philosophical system. His conception and execution of the lectures differed significantly on each of the occasions he delivered them, in 1821, 1824, 1827, and 1831. The older editions introduced insoluble problems by conflating these materials into an editorially constructed text. The present volumes establish a critical edition by separating the series of lectures and presenting them as independent units on the basis of a complete re-editing of the sources by Walter Jaeschke. The English translation has been prepared by a team consisting of Robert F. Brown, Peter C. Hodgson, and J. Michael Stewart, with the assistance of H. S. Harris. Now widely recognized as the definitive English edition, it is being reissued by Oxford in the Hegel Lectures Series. The three volumes include editorial introductions, critical annotations on the text, textual variants, and tables, bibliography, and glossary. 'Determinate Religion' comprises Hegel's treatment of world religions, starting with indigeneous or nature religions, moving on to religions of the Far East, the Near East, and the West. What Hegel succeeded in offering is not so much a history as a geography of religions, as demonstrated by the different schematic structures adopted in successive years. (shrink)

The Hegel Lectures SeriesSeries Editor: Peter C. HodgsonHegel's lectures have had as great a historical impact as the works he himself published. Important elements of his system are elaborated only in the lectures, especially those given in Berlin during the last decade of his life. The original editors conflated materials from different sources and dates, obscuring the development and logic of Hegel's thought. The Hegel Lectures series is based on a selection of extant and recently discovered transcripts and manuscripts. The (...) original lecture series are reconstructed so that the structure of Hegel's argument can be followed. Each volume presents an accurate new translation accompanied by an editorial introduction and annotations on the text, which make possible the identification of Hegel's many allusions and sources. Lectures on the History of PhilosophyVolume II: Greek PhilosophyHegel's Lectures on the History of Philosophy offer one of the best points of entry to his philosophical system. The second volume covers a thousand years of ancient Greek philosophy; this is the period to which Hegel devoted by far the most attention, and which he saw as absolutely fundamental for all that came after it. This edition sets forth clearly, and for the first time for the English reader, what Hegel actually said. It forms part of OUP's Hegel Lectures series, presenting accurate new translations accompanied by editorial introductions and annotations.These lectures challenged the antiquarianism of Hegel's contemporaries by boldly contending that the history of philosophy is itself philosophy, not just history. It portrays the journey of reason or spirit through time, as reason or spirit comes in stages to its full development and self-conscious existence, through the successive products of human intellect and activity. Hegel's Lectures on the History of Philosophy proved to be extremely influential on the intellectual history of the past two centuries. These lectures are crucial to understanding Hegel's own systematic philosophy in its constructive aspect, as well as his views on the centrality of reason in human history and culture. The volume on Greek Philosophy covers the first one thousand years, the period to which Hegel devoted by far the most attention, and which he saw as absolutely fundamental for all that came after it. This edition adapts the considerable editorial resources of the German edition that it translates, to the needs of the general reader as well as the serious scholar, so as to constitute an unparalleled resource on this topic in the English language. (shrink)

This paper describes life-philosophical lecturing, as developed by the author, as a form of performing art and as a positive, oral and non-directive philosophical practice that revitalizes the Socratic ideal of philosophy. Life-philosophical lecturing is explicated as a systems-intelligent technology of the self.

lecture 1. The world of the Greco-Roman moralists -- lecture 2. How empire changed philosophy -- lecture 3. The great schools and their battles -- lecture 4. Dominant themes and metaphors -- lecture 5. The ideal philosopher, a composite portrait -- lecture 6. The charlatan, philosophy betrayed -- lecture 7. Philosophy satirized, the comic Lucian -- lecture 8. Cicero, the philosopher as politician -- lecture 9. Seneca, philosopher as court advisor -- lecture 10. Good Roman advice, Cicero and Seneca -- (...) lecture 11. Musonius Rufus, the Roman Socrates -- lecture 12. Dio Chrysostom, the wandering rhetorician -- lecture 13. Dio Chrysostom, preaching peace and piety -- lecture 14. Epictetus, philosopher as school teacher -- lecture 15. Epictetus, the stoic path to virtue -- lecture 16. Epictetus, the messenger of Zeus -- lecture 17. Marcus Aurelius, meditations of the king -- lecture 18. Jews thinking like Greeks -- lecture 19. Philo, Judaism as Greek philosophy -- lecture 20. Plutarch, biography as moral instruction -- lecture 21. Plutarch and philosophical religion -- lecture 22. Plutarch on virtue and educating children -- lecture 23. Plutarch, envy, anger, and talking too much -- lecture 24. The missing page in philosophy's story. (shrink)

Philosophical Analysis in the Twentieth Century by Scott Soames reminds me of nothing so much as Lectures on Literature by Vladimir Nabokov. Both are works that arose immediately out of the needs of undergraduate teaching, yet each manages to say much of significance to knowledgeable professionals. Each indirectly provides an outline of the history of its field, through a presentation of selected major works, taken in chronological order and including items that are generally recognized as marking decisive turning points. (...) Yet neither Soames’s work nor Nabokov’s is a history in any conventional sense, both being immediately disqualified from that category by the general absence of coverage of minor and middling works and writers. The emphasis is pedagogical rather than historiographical: the emphasis is on introducing the student to the field through very close examination of the limited number of key texts selected for inclusion. The author’s distinctive personality is also apparent in both works. Each writer has a favorite theme he repeatedly sounds: for Soames, the danger of conflating the analytic, the a priori, and the necessary; for Nabokov, the philistinism of expecting an uplifting “message” from works of literary art. Each also includes some quirky, individual selections: The Right and the Good, The Strange Case of Dr. Jekyll and Mr. Hyde. Few others would have taken R. L. Stevenson to be up there with Dickens, Flaubert, and Proust, or W. D. Ross with Russell, Wittgenstein, and Quine. Each also sets aside for separate treatment elsewhere a major body of work one might have expected to be covered. Nabokov reserves Russian literature for a companion volume, while Soames gives only slight coverage to what he describes as “work in logic, the foundations of logic, and the application of logical techniques to the study of language” — a category that in practice turns out to include the bulk of the relevant material (by such writers as Frege, Carnap, and Tarski) that published originally in German without simultaneous English translation.. (shrink)

Simone Weil's Leçons de Philosophie are derived from a course she taught at the lyce;e for girls at Roanne in 1933-4. Anne Reynaud-Gue;rithault was a pupil in the class; her notes are not a verbatim record but are a very full and, as far as one can judge, faithful rendering, often catching the unmistakable tone of Simone Weil's voice as well as the force and the directness of her thought. The lectures form a good general introduction to philosophy, ranging widely (...) over problems about perception, mind, language, reasoning and problems in moral and political philosophy too. Her method of presentation is a characteristic combination of abstract argument, personal experience and literary or historical reference. Peter Winch points out in his introduction to the book some of the more systematic connections in her philosophical work (and between this philosophical work and her other concerns), and makes a number of suggestive comparisons between Simone Weil and Wittgenstein. The translation is by Hugh Price from the Plon edition of 1959. Dr Price has added some notes to explain references in the text that might be unfamiliar to English speaking students beginning philosophy. (shrink)